“Coexistence” is the argument against which we find ourselves in the political debate of children’s schools in Pamplona. We ask for a model of immersion in Euskera, and the vast majority of the political realm keeps it. It is also curious to oppose the model of immersion, but not the Spanish model. We are opposed to coexistence and therefore coexistence should be built on the Basque country.

The City Council (by default of the Government) last year reduced the seats in Euskera and relegated them to the northern districts. For the next course, as everyone believes the situation is unfair, something will be done by the City Hall to alleviate the situation. Apparently, a few places have been set up in Basque in southern Pamplona, in the desert of Euskera. But how? Apparently, eliminating the linguistic immersion model in Basque and promoting mixed models. The mixed model is, in theory, the one that distinguishes between the branch in Basque and the branch in Spanish. In practice, however, Castilian is imposed in the common spaces of children, in the relations between educators, in the administrative functioning… In general.

We work in educational couples in children's schools. The educators and educators of the Basque and Spanish branches must understand and coordinate time and space, whether or not. Also architecturally, the spatial distribution of the vast majority of buildings is made to function as such, that is, to work together. Another factor from now on will be the profile of the educators. Designed by those opposed to immersion in Basque, there will be few educators with a profile in Basque. The same people who designed it justify that it is not possible to promote the offer and model of immersion in Euskera, since there are not enough educators in Euskera.

Those who hinder the model of immersion in Euskera defend progressive values and left-wing values. Equality of opportunity is always at the heart of your political argument. Of course, the mixed model is not equal opportunities, because equity is not fulfilled at all. It is almost impossible for children who bring the Basque house to keep the Basque. Before feeling a vagabond, all children want it to be normal and to be part of the group. In the same way, it is difficult for those who bring home Spanish to find that magical moment in which one can start speaking in Euskera. Euskera is given no choice, and instead, it makes us feel foreign and secondary in our country. Such situations have led to some kind of trauma and I fear they will not continue to arise. In fact, there are cases of clear dyglosia in which children have chosen to remain silent for a while, rather than keep the Basque.

We must, of course, demand that our rights be respected, but above all, do what is in our hands, empower ourselves. With this linguistic and educational policy, at home, in extra-school spaces, in different references and imaginaries, it is important to transmit the Basque language with solidity. Fortunately, more and more Basque families are working on it. However, the sector of people who have enough education in Euskera continues to grow in the face of what they want to learn and live from Euskera and Euskera.

That is why our first step is to strengthen those few respirators and to do an awareness work on the immersion model. In fact, in the institutions, they are more parties than we think they are contrary to the model of immersion in Euskera, and we will not persuade them right away, and perhaps never. The only thing that can be done right now in the institutions is to put the conditions on the Euskaltzales that are in it. As long as the key to the contracts is in the hands of the Basque people. And of course, these Euskaltzales have to be able to condition and really want it.

Let us work together from forgotten points of view on many occasions: race, gender and social differences, among others. But if you refer to the language to work together, let it be to leave the dependency.